Ingrid Obsuth
Datos Biográficos
| ID | 2747539 |
|---|---|
| NOMBRE | Ingrid Obsuth |
| NOMBRES | Ingrid |
| APELLIDO | Obsuth |
| FIRMA | OBSUTH I |
| AFILIACIONES | University of Edinburgh |
| ORCID | 0000-0002-8258-805X |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 23 |
| TOTAL DE CITAS | 46 |
| TOTAL COMO AUTOR | 23 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2006 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 4 |
The association between social media use and mental health symptoms in middle adolescence
There has been considerable recent debate surrounding the effects of social media use and adolescents’ mental health. A key source of controversy is whether observed associations might be confounded by ‘third variables’ (which influence both social media use and mental health). To address this, we used counterfactual analysis to account for measured confounding. This approach provides estimates of causal effects by comparing observed outcomes wit…
Occupational future time perspective and mental health problems across adolescence
INTRODUCTION: Adolescence is a crucial developmental stage characterized by escalating mental health issues as well as an increasing awareness of future career possibilities. Occupational future time perspective has been shown to be a promotive factor for social functioning and mental health, and a component in evidence-based clinical practices and randomized controlled trial intervention studies. However, it requires more rigorous and ecological…
Navigating Motherhood and Mental Health
Care-experienced mothers represent a vulnerable population at the intersection of complex childhood adversity and the challenges of parenthood, making them a crucial focus for research on mental health. The current study aimed to explore how care-experienced women perceive and manage the impact of motherhood on their mental health. Using interpretative phenomenological analysis, we examined how care-experienced mothers interpret and make sense of…
The impact of school exclusion in childhood on health and well-being outcomes in adulthood
BackgroundPrevious evidence has suggested a strong association between school exclusion and health outcomes. However, as health risks are themselves related to the risk of experiencing a school exclusion, it has been challenging to determine the extent to which school exclusion impacts later health outcomes, as opposed to reflecting a marker for pre-existing risks.AimThe aim of the current study was to address this challenge in estimating the med…
Teacher-Student Relationships in Childhood as a Protective Factor against Adolescent Delinquency up to Age 17
In this paper we examined the impact of the quality of teacher-student relationships at age 10 on young people’s delinquency at ages 13, 15, and 17 utilizing propensity-score matching. The young people were matched based on 105 characteristics, measured at ages 7 to 10. The sample comprised 1483 (49.4% female) adolescents representing around 80 different countries of origin, residing in Zurich, Switzerland. We found that young people who reported…
The Impact of Childhood Psychological Maltreatment on Mental Health Outcomes in Adulthood
Childhood emotional abuse (CEA) and childhood emotional neglect (CEN) are the least well-studied forms of childhood maltreatment due to challenges in their definition and in detection. However, the available evidence suggests associations with multiple adulthood mental health problems in clinical and non-clinical populations. This systematic review and meta-analysis (PROSPERO registration number CRD42020197833) explored the associations between C…
The role of student–teacher relationships in the association between negative parenting practices and emotion dynamics – Combining longitudinal and ecological momentary assessment data
Emotion dysregulation is increasingly implicated as a transdiagnostic risk factor in the etiology of mental health problems. This project aimed to explore the links between emotion regulation, negative parenting and student-teacher relationships using longitudinal and ecologically valid data. A sample of n = 209 young people enrolled in the 'Decades-to-Minutes' (D2M) study, based in Zurich, Switzerland, provided data from the ages of 7-20 via par…
Does Prosociality in Early-to Mid-Adolescence Protect Against Later Development of Antisocial Behaviours
Connections between prosociality and antisocial behaviors have been recognized; however, little research has studied their developmental links longitudinally. This is important to illuminate during early adolescence as a sensitive period for social development in which prosociality could protect against the development of later antisocial behaviors. This study investigates the within-person developmental links between prosociality and antisocial …
Validation of a new scale Evaluating the Personal, Interpersonal and Contextual dimensions of growth through learning – the Epic scale
Learning Together (LT) is a co-educational programme that brings prison- and university-based students together to study in ways that encourage growth via transformative learning. Interviews with participating students identified six core factors that they believed LT fosters: self-efficacy, interpersonal-efficacy, self-esteem, perspective-taking, future orientation, and social cohesion. The current study aimed to validate a new scale Evaluating …
Attachment-based parent–adolescent interaction linked to visual attention and autonomic arousal to distress and comfort stimuli
In infancy and in the early years of life, emotion regulation and attachment relationships with parents are tightly intertwined. However, whether this link persists into adolescence has not yet been established and requires exploration. This pilot study utilizes an experimental design to assess the patterns of parent-adolescent interactions that are hypothesised to be related to two specific aspects of adolescents' emotion regulation, namely: vis…
Fair Teachers, Fair Police? Assessing the Pathways between Perceptions of Teacher and Police Authority in Childhood and Adolescence
Existing research has shown that the quality of the relationship between teacher and child is associated with more positive perceptions of school authorities. There has been relatively less attention to the processes that connect attitudes towards different sources of authority, such as between teachers and police. The current study uses a counterfactual approach to estimate the direct and indirect effects of teacher–child relationships on childr…
Long-term labour market and economic consequences of school exclusions in England
BackgroundPrevious research suggests that school exclusion during childhood is a precursor to social exclusion in adulthood. Past literature on the consequences of school exclusion is, however, scarce and mainly focused on short-term outcomes such as educational attainment, delinquency, and mental health in early adolescence. Moreover, this evidence is based primarily on descriptive and correlational analysis, whereas robust causal evidence is re…
Young Adulthood Outcomes of Joint Mental Health Trajectories
Developmental trajectories of common mental health issues such as ADHD symptoms, internalising problems, and externalising problems can often be usefully summarised in terms of a small number of 'developmental subtypes' (e.g., 'childhood onset', 'adolescent onset') that may differ in their profiles or levels of clinically meaningful variables such as etiological risk factors. However, given the strong tendency for symptoms in these domains to co-…
Developmental Cascades from Aggression to Internalizing Problems via Peer and Teacher Relationships from Early to Middle Adolescence
Previous research has provided evidence for developmental cascades between externalizing and internalizing problems via mechanisms such as peer and academic problems; however, there remains a need to illuminate other key mediating processes that could serve as intervention targets. This study, thus, evaluated whether developmental associations between aggression and internalizing are mediated by teacher—as well as peer—relationships. Using data f…
Violent Poly‐Victimization
In this study, we aimed to characterize developmental patterns of poly‐victimization in a normative sample of adolescents by applying longitudinal latent class analysis. Using the four most recent waves of data from the Zurich Project on the Social Development of Children and Youths (z‐proso), we identified three classes, or separate groups, of youths with distinct patterns of victimization from age 11 to 17. The largest class represented young p…
Disaggregating Between- and Within-Classroom Variation in Student Behavior
Teacher ratings of student behaviors vary systematically both at the student and teacher/classroom level. Multilevel confirmatory factor analysis (ML-CFA) can disaggregate between- and within-teacher/classroom variance, identify an optimal psychometric model at each level, and test correlates of the resulting dimensions. In this study, 250 teachers (37% males) rated an average of 4.02 students (51% males; aged 10 years at Time 1 and 11 years at T…
A Non-bipartite Propensity Score Analysis of the Effects of Teacher–Student Relationships on Adolescent Problem and Prosocial Behavior
Previous research suggests a link between the quality of teacher-student relationships and the students' behavioral outcomes; however, the observational nature of past studies makes it difficult to attribute a causal role to the quality of these relationships. In the current study, therefore, we used a propensity score analysis approach to evaluate whether students who were matched on their propensity to experience a given level of relationship q…
London Education and Inclusion Project (Leip)
School exclusion as a disciplinary measure remains a controversial issue. In spite of numerous attempts to reduce this practice, no solutions with documented effectiveness exist. This article reports results of a cluster-randomized controlled field trial carried out in 36 schools across London. The trial is an independent evaluation of a 12-week-long intervention, Engage in Education-London (EiE-L), delivered by Catch22. The intervention was aime…
The developmental relation between aggressive behaviour and prosocial behaviour
Implications of the findings for the design of intervention strategies to reduce children's aggressive behaviour are discussed
London Education and Inclusion Project (Leip)
In 2011/12 about 6% of pupils in England who were in the last two years of compulsory education (Years 10 and 11) experienced one or more fixed period school exclusionsa for disciplinary reasons and there are roughly 300,000 fixed period exclusions every year in England and Wales (Department for Education, 2013a). Excluded pupils are at a greatly increased risk of failing GCSE examinations, not being in employment, education or training (NEET) at…
Maternal Role Confusion
Self‐reports of role confusion with the parent in childhood are associated with a variety of adverse outcomes. However, role‐confusion has been studied primarily from the point of view of the child. The current study evaluated an instrument for assessing role confusion from maternal interviews rather than from child observations or self‐reports in adulthood. Fifty‐one mothers participating in a longitudinal study since their own child's infancy w…
Shifting Internal Parent—Child Representations among Caregivers of Teens with Serious Behavior Problems
Exposure to maternal vs. paternal partner violence, PTSD, and aggression in adolescent girls and boys
Adolescents who witness interparental violence (IPV) are at increased risk for perpetrating aggressive acts. They are also at risk for post‐traumatic stress disorder (PTSD). In this study, we examined the relation between exposure to maternal vs. paternal physical IPV and adolescent girls' and boys' aggressive behavior toward mothers, fathers, friends, and romantic partners. We also assessed the influence of PTSD (as assessed by the Diagnostic In…
A Non-bipartite Propensity Score Analysis of the Effects of Teacher–Student Relationships on Adolescent Problem and Prosocial Behavior
Previous research suggests a link between the quality of teacher-student relationships and the students' behavioral outcomes; however, the observational nature of past studies makes it difficult to attribute a causal role to the quality of these relationships. In the current study, therefore, we used a propensity score analysis approach to evaluate whether students who were matched on their propensity to experience a given level of relationship q…
Exposure to maternal vs. paternal partner violence, PTSD, and aggression in adolescent girls and boys
Adolescents who witness interparental violence (IPV) are at increased risk for perpetrating aggressive acts. They are also at risk for post‐traumatic stress disorder (PTSD). In this study, we examined the relation between exposure to maternal vs. paternal physical IPV and adolescent girls' and boys' aggressive behavior toward mothers, fathers, friends, and romantic partners. We also assessed the influence of PTSD (as assessed by the Diagnostic In…
Developmental Cascades from Aggression to Internalizing Problems via Peer and Teacher Relationships from Early to Middle Adolescence
Previous research has provided evidence for developmental cascades between externalizing and internalizing problems via mechanisms such as peer and academic problems; however, there remains a need to illuminate other key mediating processes that could serve as intervention targets. This study, thus, evaluated whether developmental associations between aggression and internalizing are mediated by teacher—as well as peer—relationships. Using data f…
Long-term labour market and economic consequences of school exclusions in England
BackgroundPrevious research suggests that school exclusion during childhood is a precursor to social exclusion in adulthood. Past literature on the consequences of school exclusion is, however, scarce and mainly focused on short-term outcomes such as educational attainment, delinquency, and mental health in early adolescence. Moreover, this evidence is based primarily on descriptive and correlational analysis, whereas robust causal evidence is re…
London Education and Inclusion Project (Leip)
School exclusion as a disciplinary measure remains a controversial issue. In spite of numerous attempts to reduce this practice, no solutions with documented effectiveness exist. This article reports results of a cluster-randomized controlled field trial carried out in 36 schools across London. The trial is an independent evaluation of a 12-week-long intervention, Engage in Education-London (EiE-L), delivered by Catch22. The intervention was aime…
Fair Teachers, Fair Police? Assessing the Pathways between Perceptions of Teacher and Police Authority in Childhood and Adolescence
Existing research has shown that the quality of the relationship between teacher and child is associated with more positive perceptions of school authorities. There has been relatively less attention to the processes that connect attitudes towards different sources of authority, such as between teachers and police. The current study uses a counterfactual approach to estimate the direct and indirect effects of teacher–child relationships on childr…
Maternal Role Confusion
Self‐reports of role confusion with the parent in childhood are associated with a variety of adverse outcomes. However, role‐confusion has been studied primarily from the point of view of the child. The current study evaluated an instrument for assessing role confusion from maternal interviews rather than from child observations or self‐reports in adulthood. Fifty‐one mothers participating in a longitudinal study since their own child's infancy w…
The role of student–teacher relationships in the association between negative parenting practices and emotion dynamics – Combining longitudinal and ecological momentary assessment data
Emotion dysregulation is increasingly implicated as a transdiagnostic risk factor in the etiology of mental health problems. This project aimed to explore the links between emotion regulation, negative parenting and student-teacher relationships using longitudinal and ecologically valid data. A sample of n = 209 young people enrolled in the 'Decades-to-Minutes' (D2M) study, based in Zurich, Switzerland, provided data from the ages of 7-20 via par…
Does Prosociality in Early-to Mid-Adolescence Protect Against Later Development of Antisocial Behaviours
Connections between prosociality and antisocial behaviors have been recognized; however, little research has studied their developmental links longitudinally. This is important to illuminate during early adolescence as a sensitive period for social development in which prosociality could protect against the development of later antisocial behaviors. This study investigates the within-person developmental links between prosociality and antisocial …
Disaggregating Between- and Within-Classroom Variation in Student Behavior
Teacher ratings of student behaviors vary systematically both at the student and teacher/classroom level. Multilevel confirmatory factor analysis (ML-CFA) can disaggregate between- and within-teacher/classroom variance, identify an optimal psychometric model at each level, and test correlates of the resulting dimensions. In this study, 250 teachers (37% males) rated an average of 4.02 students (51% males; aged 10 years at Time 1 and 11 years at T…
Exposure to maternal vs. paternal partner violence, PTSD, and aggression in adolescent girls and boys
Adolescents who witness interparental violence (IPV) are at increased risk for perpetrating aggressive acts. They are also at risk for post‐traumatic stress disorder (PTSD). In this study, we examined the relation between exposure to maternal vs. paternal physical IPV and adolescent girls' and boys' aggressive behavior toward mothers, fathers, friends, and romantic partners. We also assessed the influence of PTSD (as assessed by the Diagnostic In…
Shifting Internal Parent—Child Representations among Caregivers of Teens with Serious Behavior Problems
Maternal Role Confusion
Self‐reports of role confusion with the parent in childhood are associated with a variety of adverse outcomes. However, role‐confusion has been studied primarily from the point of view of the child. The current study evaluated an instrument for assessing role confusion from maternal interviews rather than from child observations or self‐reports in adulthood. Fifty‐one mothers participating in a longitudinal study since their own child's infancy w…
London Education and Inclusion Project (Leip)
In 2011/12 about 6% of pupils in England who were in the last two years of compulsory education (Years 10 and 11) experienced one or more fixed period school exclusionsa for disciplinary reasons and there are roughly 300,000 fixed period exclusions every year in England and Wales (Department for Education, 2013a). Excluded pupils are at a greatly increased risk of failing GCSE examinations, not being in employment, education or training (NEET) at…
The developmental relation between aggressive behaviour and prosocial behaviour
Implications of the findings for the design of intervention strategies to reduce children's aggressive behaviour are discussed
A Non-bipartite Propensity Score Analysis of the Effects of Teacher–Student Relationships on Adolescent Problem and Prosocial Behavior
Previous research suggests a link between the quality of teacher-student relationships and the students' behavioral outcomes; however, the observational nature of past studies makes it difficult to attribute a causal role to the quality of these relationships. In the current study, therefore, we used a propensity score analysis approach to evaluate whether students who were matched on their propensity to experience a given level of relationship q…
London Education and Inclusion Project (Leip)
School exclusion as a disciplinary measure remains a controversial issue. In spite of numerous attempts to reduce this practice, no solutions with documented effectiveness exist. This article reports results of a cluster-randomized controlled field trial carried out in 36 schools across London. The trial is an independent evaluation of a 12-week-long intervention, Engage in Education-London (EiE-L), delivered by Catch22. The intervention was aime…
Violent Poly‐Victimization
In this study, we aimed to characterize developmental patterns of poly‐victimization in a normative sample of adolescents by applying longitudinal latent class analysis. Using the four most recent waves of data from the Zurich Project on the Social Development of Children and Youths (z‐proso), we identified three classes, or separate groups, of youths with distinct patterns of victimization from age 11 to 17. The largest class represented young p…
Disaggregating Between- and Within-Classroom Variation in Student Behavior
Teacher ratings of student behaviors vary systematically both at the student and teacher/classroom level. Multilevel confirmatory factor analysis (ML-CFA) can disaggregate between- and within-teacher/classroom variance, identify an optimal psychometric model at each level, and test correlates of the resulting dimensions. In this study, 250 teachers (37% males) rated an average of 4.02 students (51% males; aged 10 years at Time 1 and 11 years at T…
Young Adulthood Outcomes of Joint Mental Health Trajectories
Developmental trajectories of common mental health issues such as ADHD symptoms, internalising problems, and externalising problems can often be usefully summarised in terms of a small number of 'developmental subtypes' (e.g., 'childhood onset', 'adolescent onset') that may differ in their profiles or levels of clinically meaningful variables such as etiological risk factors. However, given the strong tendency for symptoms in these domains to co-…
Developmental Cascades from Aggression to Internalizing Problems via Peer and Teacher Relationships from Early to Middle Adolescence
Previous research has provided evidence for developmental cascades between externalizing and internalizing problems via mechanisms such as peer and academic problems; however, there remains a need to illuminate other key mediating processes that could serve as intervention targets. This study, thus, evaluated whether developmental associations between aggression and internalizing are mediated by teacher—as well as peer—relationships. Using data f…
Validation of a new scale Evaluating the Personal, Interpersonal and Contextual dimensions of growth through learning – the Epic scale
Learning Together (LT) is a co-educational programme that brings prison- and university-based students together to study in ways that encourage growth via transformative learning. Interviews with participating students identified six core factors that they believed LT fosters: self-efficacy, interpersonal-efficacy, self-esteem, perspective-taking, future orientation, and social cohesion. The current study aimed to validate a new scale Evaluating …
Attachment-based parent–adolescent interaction linked to visual attention and autonomic arousal to distress and comfort stimuli
In infancy and in the early years of life, emotion regulation and attachment relationships with parents are tightly intertwined. However, whether this link persists into adolescence has not yet been established and requires exploration. This pilot study utilizes an experimental design to assess the patterns of parent-adolescent interactions that are hypothesised to be related to two specific aspects of adolescents' emotion regulation, namely: vis…
Fair Teachers, Fair Police? Assessing the Pathways between Perceptions of Teacher and Police Authority in Childhood and Adolescence
Existing research has shown that the quality of the relationship between teacher and child is associated with more positive perceptions of school authorities. There has been relatively less attention to the processes that connect attitudes towards different sources of authority, such as between teachers and police. The current study uses a counterfactual approach to estimate the direct and indirect effects of teacher–child relationships on childr…
Long-term labour market and economic consequences of school exclusions in England
BackgroundPrevious research suggests that school exclusion during childhood is a precursor to social exclusion in adulthood. Past literature on the consequences of school exclusion is, however, scarce and mainly focused on short-term outcomes such as educational attainment, delinquency, and mental health in early adolescence. Moreover, this evidence is based primarily on descriptive and correlational analysis, whereas robust causal evidence is re…
Teacher-Student Relationships in Childhood as a Protective Factor against Adolescent Delinquency up to Age 17
In this paper we examined the impact of the quality of teacher-student relationships at age 10 on young people’s delinquency at ages 13, 15, and 17 utilizing propensity-score matching. The young people were matched based on 105 characteristics, measured at ages 7 to 10. The sample comprised 1483 (49.4% female) adolescents representing around 80 different countries of origin, residing in Zurich, Switzerland. We found that young people who reported…
The Impact of Childhood Psychological Maltreatment on Mental Health Outcomes in Adulthood
Childhood emotional abuse (CEA) and childhood emotional neglect (CEN) are the least well-studied forms of childhood maltreatment due to challenges in their definition and in detection. However, the available evidence suggests associations with multiple adulthood mental health problems in clinical and non-clinical populations. This systematic review and meta-analysis (PROSPERO registration number CRD42020197833) explored the associations between C…
The role of student–teacher relationships in the association between negative parenting practices and emotion dynamics – Combining longitudinal and ecological momentary assessment data
Emotion dysregulation is increasingly implicated as a transdiagnostic risk factor in the etiology of mental health problems. This project aimed to explore the links between emotion regulation, negative parenting and student-teacher relationships using longitudinal and ecologically valid data. A sample of n = 209 young people enrolled in the 'Decades-to-Minutes' (D2M) study, based in Zurich, Switzerland, provided data from the ages of 7-20 via par…
Does Prosociality in Early-to Mid-Adolescence Protect Against Later Development of Antisocial Behaviours
Connections between prosociality and antisocial behaviors have been recognized; however, little research has studied their developmental links longitudinally. This is important to illuminate during early adolescence as a sensitive period for social development in which prosociality could protect against the development of later antisocial behaviors. This study investigates the within-person developmental links between prosociality and antisocial …
The impact of school exclusion in childhood on health and well-being outcomes in adulthood
BackgroundPrevious evidence has suggested a strong association between school exclusion and health outcomes. However, as health risks are themselves related to the risk of experiencing a school exclusion, it has been challenging to determine the extent to which school exclusion impacts later health outcomes, as opposed to reflecting a marker for pre-existing risks.AimThe aim of the current study was to address this challenge in estimating the med…
Occupational future time perspective and mental health problems across adolescence
INTRODUCTION: Adolescence is a crucial developmental stage characterized by escalating mental health issues as well as an increasing awareness of future career possibilities. Occupational future time perspective has been shown to be a promotive factor for social functioning and mental health, and a component in evidence-based clinical practices and randomized controlled trial intervention studies. However, it requires more rigorous and ecological…
Navigating Motherhood and Mental Health
Care-experienced mothers represent a vulnerable population at the intersection of complex childhood adversity and the challenges of parenthood, making them a crucial focus for research on mental health. The current study aimed to explore how care-experienced women perceive and manage the impact of motherhood on their mental health. Using interpretative phenomenological analysis, we examined how care-experienced mothers interpret and make sense of…
The association between social media use and mental health symptoms in middle adolescence
There has been considerable recent debate surrounding the effects of social media use and adolescents’ mental health. A key source of controversy is whether observed associations might be confounded by ‘third variables’ (which influence both social media use and mental health). To address this, we used counterfactual analysis to account for measured confounding. This approach provides estimates of causal effects by comparing observed outcomes wit…
Psychology (20 obras) · Developmental psychology (19 obras) · Social Psychology (11 obras) · Child and Adolescent Psychosocial and Emotional Development (10 obras) · Medicine (10 obras) · Clinical Psychology (8 obras) · Social Psychology (8 obras) · Early Childhood Education and Development (7 obras) · Longitudinal study (6 obras) · Aggression (5 obras)